Category: Telecommunications Engineering homework help

You will need to find a business topic or issue of your choosing to craft a 5-10 minute, Ted Talk style, presentation.
A slide deck must accompany your presentation.
The Coursera certificate for completion of Successful Presentation is required. No certificate = 10% grade deduction.
You will need to also provide a 500-1000 word paper that details the structure of your presentation and the in-text (APA) cited elements of the course that you have integrated. It is highly recommended that you break this into 3 topics of storytelling, logic/evidence, and body language elements (you will likely need to finish writing this after you have filmed your presentation). I expect to read evidence of where you note specific elements of the course and where you are exhibiting the skills in presenting and presentation deck crafting (e.g. At the six-minute mark, I make X gesture to illustrate Y, but also to communicate Z (citation)). This provides an analytical outline of your presentation and demonstrates your understanding and integration of course content. If you do not write out what/why you have done something, then it will be assumed that you did not do something consciously, even if done well, and you will only receive partial credit.
Pro Tip: Integrate the Coursera presentation content, in addition to the course readings, into your write up.
Be sure to also include details of who your intended audience is.
Your deliverables are 4 items:
Video
Slide Deck
Analytical Report
Coursera Certificate from Successful Presentations

You will need to find a business topic or issue of your choosing to craft a 5-10 minute, Ted Talk style, presentation.
A slide deck must accompany your presentation.
The Coursera certificate for completion of Successful Presentation is required. No certificate = 10% grade deduction.
You will need to also provide a 500-1000 word paper that details the structure of your presentation and the in-text (APA) cited elements of the course that you have integrated. It is highly recommended that you break this into 3 topics of storytelling, logic/evidence, and body language elements (you will likely need to finish writing this after you have filmed your presentation). I expect to read evidence of where you note specific elements of the course and where you are exhibiting the skills in presenting and presentation deck crafting (e.g. At the six-minute mark, I make X gesture to illustrate Y, but also to communicate Z (citation)). This provides an analytical outline of your presentation and demonstrates your understanding and integration of course content. If you do not write out what/why you have done something, then it will be assumed that you did not do something consciously, even if done well, and you will only receive partial credit.
Pro Tip: Integrate the Coursera presentation content, in addition to the course readings, into your write up.
Be sure to also include details of who your intended audience is.
Your deliverables are 4 items:
Video
Slide Deck
Analytical Report
Coursera Certificate from Successful Presentations

  
I need following 
what is the safety and health hazard related to the telecom sector  (eg electrical work, work at height, lifting operation and microwave)?
what is the role and responsibility of a safety officer in the telecom company?
How does the safety officer evaluate hazards, control measures, and develop a telecom company safety management system?

 
BRIEF: CONFLICT STRATEGY ASSIGNMENT INSTRUCTIONS
OVERVIEW
This is a more comprehensive conflict assessment exercise, in which you are to analyze a
conflict that you were or still are personally involved with in the past six months. This analysis
will use concepts learned in class from readings and videos to look at the causes of the conflict,
as well as additional theoretical material that might help you better understand the conflict. The
goal is to equip for strategic responsiveness in conflict situations.
This assignment will expand your communication praxis abilities, putting theory to work in the
world in order to become a stronger communicator and leader. The audience for this brief is your
professor. It should be written as though you are submitting it to them for review and discussion.
INSTRUCTIONS
Complete the brief by following these content and style requirements.
1. Using 5 – 7 significant ideas (in total) from our main texts in this class, analyze your
conflict situation and provide a constructive response—even if it is the decision not to
respond. (NOTE: All three main texts must be clearly represented with well-developed
connections in your response).
a. Consider the Hocker-Wilmot Conflict Assessment guide below for additional
structure, guiding questions and organizational considerations. If you choose to
work with some of this material, it does not count toward your 5-7 significant
ideas.
2. The brief should be 1000 words.
a. 750 words for the analysis
b. 250 words for the executive summary
3. Content of assignment. The brief is to include the following components.
a. Cover Page (not included in word count).
b. Executive Summary that serves as a preview to the content found in the brief (250
words). An Executive Summary is NOT an academic abstract. The Executive
Summary previews the brief by giving away the key insights or findings in the
brief. Think of this as a one-page cheat sheet or as the “spoiler alert,” providing
the audience with the main ideas clearly stated in an easy-to-read format. Follow
the details at the end of these instructions to prepare this part of your brief.
c. Professional, thoughtfully analyzed response to the questions listed in the
following section (750 words).
d. Reference page (not included in word count).
4. Format of assignment: Follow APA Style, paying close attention to the formatting of in-
text citations, the reference list and headings. Creative business formatting as found in
Word templates is permitted, as long as APA style is adhered to in in-text citations and
references. Use of first person is permitted in this assignment; however, keep it to a
minimum.
4. The brief should include:
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a. Succinct background to the conflict that you are going to analyze. In other words, tell
us the story of the conflict. Feel free to change the names to protect the innocent.
b. 5-7 significant ideas from our three main texts that are carefully woven together to help
you analyze your conflict situation. Use APA headings and sub-headings to help organize
the flow of the brief.
c. Citations from our three main texts and TWO additional sources are required to back
up your comments and assertions in your paper. Be sure to listen to any additional videos
or podcasts assigned by your instructor for this week. These count as additional sources.
The point is, do not just rely on your own comments, but back up those comments with
supporting material.
ADDITIONAL MATERIAL: The Hocker-Wilmot Conflict Assessment Guide
This guide is composed of a series of questions designed to focus on the components of conflict.
It can be used to bring specific aspects of a conflict into focus and serve as a check on gaps in
information about a conflict. The guide is best used in full so that the interplay of conflict
elements can be clearly highlighted.
1. Nature of the Conflict
1. What are the “triggering events” that brought this conflict into mutual
awareness?
2. What is the historical context of this conflict in terms of (1) the ongoing
relationship between the parties and (2) other, external events within
which this conflict is embedded?
3. Do the parties have assumptions about conflict that are discernable by
their choices of conflict metaphors, patterns of behavior, or clear
expressions of their attitudes about conflict?
4. Conflict elements:
1. How is the struggle being expressed by each party?
2. What are the perceived incompatible goals?
3. What are the perceived scarce rewards?
4. In what ways are the parties interdependent? How are they
interfering with one another? How are they cooperating to keep the
conflict in motion?
5. Has the conflict vacillated between productive and destructive phases? If
so, which elements were transformed during the productive cycles? Which
elements might be transformed by creative solutions to the conflict?
2. Styles of Conflict
1. What individual styles did each party use?
2. How did the individual styles change during the course of the conflict?
3. How did the parties perceive the other’s style?
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4. In what way did a party’s style reinforce the choices the other party made
as the conflict progressed?
5. Were the style choices primarily symmetrical or complementary?
6. From an external perspective, what were the advantages and disadvantages
of each style within this particular conflict?
7. Can the overall system be characterized as having a predominant style?
What do the participants say about the relationship as a whole?
8. From an external perspective, where would this conflict system be placed
in terms of cohesion and adaptability?
9. Would any of the other system descriptions aptly summarize the system
dynamics?
3. Power
1. What attitudes about their own and the other’s power does each party
have? Do they talk openly about power, or is it not discussed?
2. What do the parties see as their own and the other’s dependencies on one
another? As an external observer, can you classify some dependencies that
they do not list?
3. What power currencies do the parties see themselves and the other
possessing?
4. From an external perspective, what power currencies of which the
participants are not aware seem to be operating?
5. In what ways do the parties disagree on the balance of power between
them? Do they underestimate their own or the other’s influence?
6. What impact does each party’s assessment of power have on subsequent
choices in the conflict?
7. What evidence of destructive “power balancing” occurs?
8. In what ways do observers of the conflict agree and disagree with the
parties’ assessments of their power?
9. What are some unused sources of power that are present?
4. Goals
1. How do the parties clarify their goals? Do they phrase them in
individualistic or system terms?
2. What does each party think the other’s goals are? Are they similar or
dissimilar to the perceptions of self-goals?
3. How have the goals been altered from the beginning of the conflict to the
present? In what ways are the prospective, transactive, and retrospective
goals similar or dissimilar?
4. What are the content goals?
5. What are the relational goals?
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6. What is each party’s translation of content goals into relationship terms?
How do the two sets of translations correspond or differ?
5. Tactics
1. Do the participants appear to strategize about their conflict choices or
remain spontaneous?
2. How does each party view the other’s strategizing?
3. What are the tactical options used by both parties?
4. Do the tactical options classify primarily into avoidance, competition, or
collaborative tactics?
5. How are the participants’ tactics mutually impacting on the other’s
choices? How are the tactics interlocking to push the conflict through
phases of escalation, maintenance, and reduction?
6. Assessment
1. What rules of repetitive patterns characterize this conflict?
2. Can quantitative instruments be used to give information about elements
of the conflict?
7. Self-Regulation
1. What options for change do the parties perceive?
2. What philosophy of conflict characterizes the system?
3. What techniques for self-regulation or system-regulation have been used
thus far? Which might be used productively by the system?
8. Attempted Solutions
1. What options have been explored for managing the conflict?
2. Have attempted solutions become part of the problem?
3. Have third parties been brought into the conflict? If so, what roles did they
play and what was the impact of their involvement?
4. Is this conflict a repetitive one, with attempted solutions providing
temporary change, but with the overall pattern remaining unchanged? If
so, what is that overall pattern?
5. Can you identify categories of attempted solutions that have not been
tried?
Here’s how to prepare an Executive Summary.
● ASK YOURSELF: If my target audience could only read this one page to understand my
brief, what do they need to know? By the time the reader finishes the Executive
Summary, they should be able to:
○ State the main idea.
○ Clearly identify the key insights or significant points made in your brief.
○ Accurately recap the next steps based on your findings.
● WHAT TO INCLUDE: Follow these guidelines to ensure that the content is complete.
○ Clear statement of purpose. This is your thesis (your WHY) for the brief.
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○ Key insights. Be specific, not vague. Share your findings here.
○ Next steps. Be specific. List what you’ve learned that’s relevant to your audience.
○ Concise writing. Stay focused and on point with your content.
○ Professional language. Write for your audience. Aim to be clear, not clever.
○ Easy-to-read formatting. Use bullet points to emphasize key ideas.
○ APA citations. Usen APA style if source support is provided.
● MORE ON HOW TO WRITE AN EXECUTIVE SUMMARY. Use the general structural
recommendations in these sources for additional insight into how to prepare an Executive
Summary. These are only guides. Emulate aspects of these sources that help you frame
your brief well. You can find links to these articles on the Brief Assignment pages under
Brief Resources.
GOOD STYLISTIC APPROACH: This will help you think through how to be
compelling in this part of your brief.
GOOD GENERAL OVERVIEW: This will help you think through how to format for
impact.
GOOD ACADEMIC ABSTRACT vs. EXECUTIVE SUMMARY REVIEW: This will
help you avoid writing the more traditional academic abstract, which serves a similar
function in scholarly papers/publications.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
 

 
RESEARCH PAPER: SOCIAL MEDIA ANALYSIS ASSIGNMENT INSTRUCTIONS
OVERVIEW
The purpose of this paper is to provide an analysis of an organization and their social media
practices. For this Research Paper: Social Media Analysis Assignment, choose an
organization (for-profit or non-profit) in your local community such as a church, ministry, food
bank, or other type of business that provides direct services or indirect services to individuals or
families. Avoid selecting organizations that have little to no social media footprint (Trader’s
Joes, Apple, or Marlboro). Instead, select an organization that has an active presence, but in
which an analysis and repair of social media use could benefit their marketing efforts.
INSTRUCTIONS
Your completed Research Paper: Social Media Analysis Assignment should analyze the
organization and include the following items:
 Introduction, history and mission of the organization, audience analysis including
demographics and psychometrics, current status of marketing efforts including social
media practices, comparison to a competitor or other brand, and conclusion.
 Eight (8) to Ten (10) pages in length
o Not including title page, abstract, and references page
 Formatted according to APA Style, current edition
 Eight (8) sources required
o At least five (5) sources should be scholarly articles published within the last five
years, and no more than three sources (3) should come from organizational,
business, trade, or professional news outlets, magazines, or websites. 

 
OVERVIEW
Your ability to properly analyze and respond in a conflict-related situation is foundational to
your success in personal and professional life.
This brief is designed to help you refine the art of communicating to maximize impact,
professionalism and constructive outcomes by considering the possibilities of “conflict
transformation.”
The integration of form and content is the same as in the first brief; it will push you to research
thoroughly and write for brevity and impact. However, the content of this assignment will
challenge you to consider the intersection of conflict, communication and technology for
practical, yet transformative outcomes.
INSTRUCTIONS
You have been reading the Fisher & Ury book, and now you need to read Ledarach’s book and
watch his lecture. Once you have completed those things, then read the case study called The
Water Problem. Then apply what you’ve learned from the Fisher and Ury book and the Lederach
book to synthesize a strategic recommendation to solve the problem between the three groups.
The goal of this paper is to see if you can apply ideas from this class to a real-life problem
1. Length of assignment: 1000 words
2. Content of assignment. The Conflict Brief is to include the following components.
a. Cover Page (not included in word count)
b. Executive Summary that serves as a preview to the content found in the brief (250
words). An Executive Summary is NOT an academic abstract. The Executive
Summary previews the brief by giving away the key insights or findings in the
brief. Think of this as a one-page cheat sheet or as the “spoiler alert,” providing
the audience with the main ideas clearly stated in an easy-to-read format. Follow
the details below to prepare this part of your brief.
c. Professional, thoughtfully analyzed response to the case study (750 words)
i. This analysis includes the following sections
1. Two ideas from Fisher and Ury (you choose)
2. Two ideas from Lederach (you choose)
3. A suggested resolution to the problem
4. A biblical integration section
d. Reference page (not included in word count)
3. Format of assignment: Follow APA Style, paying close attention to the formatting of in-
text citations, the reference list and headings. Creative business formatting as found in
Word templates is permitted if APA style is adhered to in in-text citations and references.
Use of first person is NOT permitted in this assignment.
4. Number of citations: 5
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5. You should include ideas and concepts from two journal articles at various points in your
paper. These are not tied to any specific section, but should be included as a way to shore
up a particular point, or help to bring extra clarity to a point you are making.
6. Any sources cited must have been published within the last five years, unless citing
classic, philosophical, literary or historical and theoretical information or research.
Acceptable sources include course materials, and scholarly peer-reviewed sources, and
the Bible. Two of the sources will be books we used in this class, and two must be
from scholarly peer-reviewed journal articles.
Here’s how to prepare an Executive Summary.
● ASK YOURSELF: If my target audience could only read this one page to understand my
brief, what do they need to know? By the time the reader finishes the Executive
Summary, they should be able to:
○ State the main idea.
○ Clearly identify the key insights or significant points made in your brief.
○ Accurately recap the next steps based on your findings.
● WHAT TO INCLUDE: Follow these guidelines to ensure that the content is complete.
○ Clear statement of purpose. This is your thesis (your WHY) for the brief.
○ Key insights. Be specific, not vague. Share your findings here.
○ Next steps. Be specific. List what you’ve learned that’s relevant to your audience.
○ Concise writing. Stay focused and on point with your content.
○ Professional language. Write for your audience. Aim to be clear, not clever.
○ Easy-to-read formatting. Use bullet points to emphasize key ideas.
○ APA citations. Use APA style if source support is provided.
● MORE ON HOW TO WRITE AN EXECUTIVE SUMMARY. Use the general structural
recommendations in these sources for additional insight into how to prepare an Executive
Summary. These are only guides. Emulate aspects of these sources that help you frame
your brief well. You can find links to these articles on the Brief Assignment pages under
Brief Resources.
GOOD STYLISTIC APPROACH: This will help you think through how to be
compelling in this part of your brief.
GOOD GENERAL OVERVIEW: This will help you think through how to format for
impact.
GOOD ACADEMIC ABSTRACT vs. EXECUTIVE SUMMARY REVIEW: This will
help you avoid writing the more traditional academic abstract, which serves a similar
function in scholarly papers/publications.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
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Page 3 of 4
THE WATER PROBLEM CASE STUDY
A group of summer homeowners in the high mountains of Colorado faces an ongoing problem
with their water well, which keeps testing as polluted, thus making it necessary for the residents
to boil or buy their water. Recently, some of the elected officials of the volunteer board
authorized a road to be built so heavy equipment could reach the wellhead and the well could be
dug out and rebuilt. The road was built through wetlands, which raised some federal legal
problems, and through a pristine meadow cherished by some of the residents as a quiet, beautiful
spot at the end of the property. The road goes through commonly owned property, skirting the
edge of privately-owned lots. Three factions formed, and full-scale conflict has erupted, with
letters, private conversations, procedural challenges, content arguments, relationship destruction,
and face-saving struggles going on at a high level of intensity. Thirty-five or so families are
involved. The homeowners are a long-standing group of friends and acquaintances who have
considerable monetary and emotional investment in the property along with dramatically
different ecological, political, financial, and community values.
1. The “water first” group: This group consists primarily of engineers, scientists, builders, and
practical people who are sick and tired of dealing with a half-solution to the water problem year
after year. They want to get a new well, install purification systems if they are needed, and assess
the membership for what is required. They rely on scientific studies of the water quality as a
database. In their view, the road was simply a means to an important end. They are convinced
that their mandate was clear: to provide potable water for the group. They can’t understand the
outrage of the second group. Many members of this group have volunteered countless hours
through the years for the practical maintenance of the roads, water system, fences, and governing
system. This group is concerned with content goals and face-saving. They argue that the content
goals are the most important and that they did what they had to do (face-saving).
2. The “road has to go” group: This group consists of a few older homeowners and their adult
children. The view of this group is that environmental concerns are primary. They will not
tolerate compromise about the sensitive wetlands along the stream and feel outraged at what they
perceive as the destruction of the most beautiful area of common property. They think the board
acted without proper authorization by the membership and feel strongly that not only should the
road never have been built but that it must be taken out and the area reclaimed. They prefer any
solution, including boiling water for drinking, to the degradation of the environment. Many of
this group will be second-generation homeowners when they inherit the property from their
parents. However, these group members have no vote in the association, since only property
owners can vote. This group as a whole is concerned about appropriate process and has strongly
held content goals.
3. The “we simply have to live with it” group: This group sees itself as the middle group be-
tween two extremes. Many of these people feel disappointed or angry about the gravel road and
the fact that the water problem still is not solved. They want to support the elected board but
don’t like all the conflict and alienation in what used to be a very close and friendly group, which
had potlucks, birthday celebrations, and outings together. Now that the road is in, they think it
should be accepted and used to solve the water problem. This group is concerned with
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relationships and face-saving for the board. They keep their private opinions, whatever they
might be, to themselves. They look to the future